Comparison between three option, four option and five option multiple choice question tests for quality parameters: A randomized study

Abstract

Background:Most of the academic teachers use four or five options per item of multiple choice question (MCQ) test as formative and summative assessment. Optimal number of options in MCQ item is a matter of considerable debate among academic teachers of various educational fields. There is a scarcity of the published literature regarding the optimum number of option in each item of MCQ in the field of medical education.Objectives:To compare three options, four options, and five options MCQs test for the quality parameters – reliability, validity, item analysis, distracter analysis, and time analysis.Materials and Methods:Participants were 3rd semester M.B.B.S. students. Students were divided randomly into three groups. Each group was given one set of MCQ test out of three options, four options, and five option randomly. Following the marking of the multiple choice tests, the participants’ option selections were analyzed and comparisons were conducted of the mean marks, mean time, validity, reliability and facility value, discrimination index, point biserial value, distracter analysis of three different option formats.Results:Students score more (P = 0.000) and took less time (P = 0.009) for the completion of three options as compared to four options and five options groups. Facility value was more (P = 0.004) in three options group as compared to four and five options groups. There was no significant difference between three groups for the validity, reliability, and item discrimination. Nonfunctioning distracters were more in the four and five options group as compared to three option group.Conclusion:Assessment based on three option MCQs is can be preferred over four option and five option MCQs.

Comparing Item Performance on Three- Versus Four-Option Multiple Choice Questions in a Veterinary Toxicology Course

“…We conclude, therefore, that items containing 3-options are equally effective as items with 4-options with respect to both item difficulty and item discrimination. Our findings are in general agreement with previous studies evaluating the performance of medical [ 15 , 16 , 17 ] and nursing students [ 18 , 19 ] given MCQs with three to five options. These studies showed no statistically significant differences in item discrimination, item difficulty, or the mean examination scores when MCQs were administered with three versus four option answer choices [ 15 , 16 , 17 , 18 ].…”

Item Analysis of Multiple Choice Questions at the Department of Paediatrics, Arabian Gulf University, Manama, Bahrain

“…While some may argue that the inclusion of more options in an MCQ reduces the 'guessing effect' , others have demonstrated that additional options beyond three do not make much difference; in fact, reducing the list of available responses to three options can actually improve psychometric features. 22,23 Furthermore, it is easier to develop three rather than four or five MCQ options and more effective to have fewer options with a greater number of functional distractors in comparison to increased options and more NFDs. Tarrent et al suggested including three instead of four options, as such questions require less time to be constructed and the performance for both is equal.…”

Empowerment of Female Students at Majmaah University, Saudi Arabia

“…In terms of the number of options, there is evidence that suggests the superiority of four-option MCQs relative to the fiveoption type (Fozzard et al 2018). Moreover, studies highlighted the advantages of three-option MCQs over the four-option type (Vegada et al 2016;Rahma et al 2017).…”